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Related Concept Videos

Language Development01:22

Language Development

403
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
403

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Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
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Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial.

Kristen L McMaster1, Panayiota Kendeou1, Jasmine Kim1

  • 1University of Minnesota, Minneapolis, USA.

Journal of Learning Disabilities
|June 27, 2023
PubMed
Summary
This summary is machine-generated.

Technology-Based Early Language Comprehension Intervention (TeLCI) improved inferencing skills in young students. While beneficial overall, specific student groups like multilingual learners showed greater gains, indicating varied intervention effectiveness.

Keywords:
educational technologyinferencereading comprehensionresponse to intervention

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Area of Science:

  • Educational Psychology
  • Applied Linguistics
  • Child Development

Background:

  • Early language comprehension is crucial for academic success.
  • Inferencing skills are foundational for deep reading comprehension.
  • Technology-based interventions offer novel approaches to language learning.

Purpose of the Study:

  • To evaluate the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI).
  • To assess TeLCI's impact on inferencing skills in young students at risk for comprehension difficulties.
  • To identify factors influencing student response to TeLCI.

Main Methods:

  • Randomized controlled trial with Grades 1-2 students over 8 weeks.
  • Intervention group used TeLCI (vocabulary, videos, inferential questions) and read-alouds.
  • Control group received business-as-usual instruction.

Main Results:

  • TeLCI improved inferencing skills through scaffolding and feedback.
  • Inferencing gains were comparable between TeLCI and control groups.
  • Multilingual students showed greater benefits; females and students with special education services showed less benefit.

Conclusions:

  • TeLCI shows potential for enhancing inferencing in early elementary students.
  • Intervention effectiveness varies across student demographics.
  • Further research is needed to optimize TeLCI for diverse learners.